So much! Added in syllabus elements from spreadsheet. Wrote templates: class template, exercise template, exercise-group template, presentation template, workshop template The DesignWriteStudio is, first and foremost, a learning community, by which is meant a group of people (participants) sharing an interest in learning from and with each other. More formally:
The Designing and Writing Interactive Texts course explores hypertext theory and applies hypertextual techniques using TiddlyWiki as the primary teaching and learning platform. The course is offered at both the graduate and undergraduate level. Degree-seeking students in the course are mostly matriculated in the graduate Information Design & Technology or undergraduate Interactive Media & Game Design or Communication & Inforamtion Design programs. In addition, the course will be offered as an Open Course (perhaps a SOOC - a small online open course) to anyone interested in participating. Finally, it is hoped that experienced TiddlyWiki enthusiasts will join the Studio as participants: reviewing and critiquing projects, providing support to participants, and possibly engaging in collaborative projects with participants. Participants will study the historical and theoretical aspects of hypertext, and apply this understanding in the design and writing of interactive texts using TiddlyWiki. The primary teaching resources will include: More detail on the course is available in the Course Syllabus.
Hello. My name is Steve Schneider, and I am a College Professor at the SUNY Polytechnic Institute. Before working as a college professor, my other Occupations were Adjunct Faculty Member at Wellesley College and Research Analyst at Kalba Bowen Associates. When I am driving, I am frequently behind the wheel of a Red Honda Fit. Sometimes, I drive the Blue Dodge Dakota. These are just two of the many Cars I have owned. Before the Fit, I drove a Blue Subaru Forester and before that, a Grey Subaru Forester. There are a bunch of Digital activities in which I engage, some while working and others while relaxing. When I am surfing the Web, tweeting, listening to podcasts or music, or texting with my family,
I use an Apple iPhone SE. This phone replaced my Apple iPhone 5. Other Digital devices that I own include a Google Home (also for listening to podcasts or music) and an Apple MacBook Air (for working and watching videos. I Large Circle Medium Circle Small Circle Large Square Medium Square Small Square Large Rectangle Medium Rectangle Small Rectangle Large Triangle Medium Triangle Small Triangle Tutorials: "As We May Think" is often described as the first conceptualization of hypertext. The original article was published in 1945 – and thus obviously referred to an analog rather than a digital system. The article is worth reading today for its scope of vision and the concepts introduced that remain key to us today. Explores the contemporary practice of writing in digital environments, with an emphasis on hypertext and hypertextuality. Reviews the history of writing, and the notion of interactivity. Techniques for writing digital texts with navigational and semantic elements are presented and practiced. Students design and write wikis featuring words, images, video and audio, and use a variant of Markdown to structure elements and render documents and texts consistent with contemporary standards of design and presentation.
Tue Jan16 Class participants are welcome to attend classroom-based workshops on the SUNY Polytechnic campus. Classroom Workshops are generally held on Tuesdays from 11:00-11:50 am in Donovan Hall 1229. Students registered for COM 375 are expected to attend. Attendance is optional but welcome for students registered IDT 575. All classroom workshops will be recorded for later review by students. Here is my first CollaborateUltra tutorial: https://us-lti.bbcollab.com/recording/c8fbca942f774d32b21bd7929fcd7512 Here it is in an iframe: Professor: Steven M. Schneider
Professor: Steven M. Schneider Explores the contemporary practice of writing in digital environments, with an emphasis on hypertext and hypertextuality. Reviews the history of writing, and the notion of interactivity. Techniques for writing digital texts with navigational and semantic elements are presented and practiced. Students design and write wikis featuring words, images, video and audio, and use a variant of Markdown to structure elements and render documents and texts consistent with contemporary standards of design and presentation. Upon completion of this course, successful participants will have:
Thu Jan18: Text, Interactivity, Writing and Designing
Tue Jan16: Saving, Serving, New Tiddlers
Exercise 1.01: Hello World!, Due: Wed 17 Jan Politics is the process of making decisions applying to all members of each group. More narrowly, it refers to achieving and exercising positions of governance — organized control over a human community, particularly a state. Furthermore, politics is the study or practice of the distribution of power and resources within a given community as well as the interrelationship(s) between communities. Goals of design/presentation
We explore the processes and techniques associated with writing and designing interactive texts. A quick demonstration of an interactive text:
This identifies plugins and other customizations that have been added to the default TiddlyWiki Macros:
If to interact with is to change, then a change in the material form of an object is a form of interactivity. So digitizing a printed text is a way of interacting with a printed text, just like hilighting and annotating. If we say that one can interact with a book by hilighting, we should also say that one can interact with a book by digitizing. Templates:
I have had many dogs in my life. Growing up as a kid, we had a little mutt dog – part Beagle – named Scampy. I think we got him when I was five or six. I remember him disappearing after he bit me and one of our neighbors' kids: my parents told me he went to live on a farm in the country. Later, we got a Standard Poodle. He was brown, and named KoKo. He was a pretty good dog, but would run away whenever he could. He got hit by a car at a busy intersection about five miles from our house. When my wife and I moved into our house, we got a six-week old puppy that was half Newfoundland and half Labrador Retriever. He was a great dog from the moment we had him. We named him Buckaroo at first, but it didn't fit; after a few weeks his name became Barney, which fit him well (that was before I had heard of the purple dinosaur with the same name). He was a very big dog – entirely black – and looked more like a bear to some people than a dog. He was the biggest dog most people had ever seen. He lived for about 12 years, and was there for the first 6-10 years of the kids' lives. When one of our twin daughters – who was dog-obsessed from birth was about four, she decided she wanted a Husky. And, lo and behold, a young Husky showed up at our house one day! We had seen him at the neighbor's house for the past few days, but when we told him his dog was at our house, he said, "Nope. He just showed up last week, I think someone dropped him. Tag, you're it!" So, we kept him. His name was, somewhat unimaginatively, Husky. He was a great dog, though true to his breed. We gave up trying to keep him close to the house, and let him roam, thinking if someone shot him for chasing deer or hit him with a car, that would just be the price of his freedom. Friends reported seeing him over a range of about five miles from our house, and he had a regular routine of visiting various neighbors. He lived with us for about 14 years, and died recently as an old dog. When the same dog-obsessed kid turned seven, we got her a young puppy that was a Rat Terrier / Cocker Spaniel mix. She named him Chester. He is still around 13 years later. After Barney died, we got a Great Pyrenees from a rescue – by this time, petfinder.com had emerged and it was easy to find dogs. We named her Clover. Although we got her at four months, it was clear that her early days had caused some permanent damage. She was a rather strange dog – very friendly and very stand-offish at the same time. True to her breed, she was nocturnal and protective and spent every night patrolling the perimeter of the house, barking at whatever moved or blew in the wind. She lived entirely outside, rarely venturing into the house, and never moving from under the kitchen table when she did. Her bed was under the porch, and when people came to visit, she barked ferociously from her perch. We used to call her our porch troll. She died a natural death out in the field: we found her one day after we noticed she hadn't come home. More recently, we got a Rat Terrier from a rescue. We hoped he'd help with the rat problem in the barn, but he's not that into it. He came with the name Nipper, which we didn't think was appropriate, and changed it to Kipper, or Kip for short. He's a nasty little dog, and will probably live forever. Now that my kids are older, they are beginning to get their own dogs. One of my daughters lives in Brooklyn, and has two dogs: a tiny little Yorkshire Terrier named Pippen, and a yellow Lab named Zen. Another daughter (I have three, two with dogs, one without) also has two dogs. She trains working dogs for police and rescue work, and has two Labs. Birdy is trained for live search: she finds living people buried in rubble or hiding in building. Charge is a multi-purpose police dog, trained for scent detection and apprehension. I have had many dogs in my life. Growing up as a kid, we had a little mutt dog – part Beagle – named Scampy. I think we got him when I was five or six. I remember him disappearing after he bit me and one of our neighbors' kids: my parents told me he went to live on a farm in the country. Later, we got a Standard Poodle. He was brown, and named KoKo. He was a pretty good dog, but would run away whenever he could. He got hit by a car at a busy intersection about five miles from our house. When my wife and I moved into our house, we got a six-week old puppy that was half Newfoundland and half Labrador Retriever. He was a great dog from the moment we had him. We named him Buckaroo at first, but it didn't fit; after a few weeks his name became Barney, which fit him well (that was before I had heard of the purple dinosaur with the same name). He was a very big dog – entirely black – and looked more like a bear to some people than a dog. He was the biggest dog most people had ever seen. He lived for about 12 years, and was there for the first 6-10 years of the kids' lives. When one of our twin daughters – who was dog-obsessed from birth was about four, she decided she wanted a Husky. And, lo and behold, a young Husky showed up at our house one day! We had seen him at the neighbor's house for the past few days, but when we told him his dog was at our house, he said, "Nope. He just showed up last week, I think someone dropped him. Tag, you're it!" So, we kept him. His name was, somewhat unimaginatively, Husky. He was a great dog, though true to his breed. We gave up trying to keep him close to the house, and let him roam, thinking if someone shot him for chasing deer or hit him with a car, that would just be the price of his freedom. Friends reported seeing him over a range of about five miles from our house, and he had a regular routine of visiting various neighbors. He lived with us for about 14 years, and died recently as an old dog. When the same dog-obsessed kid turned seven, we got her a young puppy that was a Rat Terrier / Cocker Spaniel mix. She named him Chester. He is still around 13 years later. After Barney died, we got a Great Pyrenees from a rescue – by this time, petfinder.com had emerged and it was easy to find dogs. We named her Clover. Although we got her at four months, it was clear that her early days had caused some permanent damage. She was a rather strange dog – very friendly and very stand-offish at the same time. True to her breed, she was nocturnal and protective and spent every night patrolling the perimeter of the house, barking at whatever moved or blew in the wind. She lived entirely outside, rarely venturing into the house, and never moving from under the kitchen table when she did. Her bed was under the porch, and when people came to visit, she barked ferociously from her perch. We used to call her our porch troll. She died a natural death out in the field: we found her one day after we noticed she hadn't come home. More recently, we got a Rat Terrier from a rescue. We hoped he'd help with the rat problem in the barn, but he's not that into it. He came with the name Nipper, which we didn't think was appropriate, and changed it to Kipper, or Kip for short. He's a nasty little dog, and will probably live forever. Two summers ago, for some reason, we thought we needed a new puppy. We got another Great Pyrenees, and named her Kira. She's nothing like Clover: she actually comes in the house, and sleeps at night. After a difficult first year of puppy-dom, during which she ate most of our furniture, she has settled into a very nice (and very large) dog that more-or-less gets along with the goats and other dogs. Now that my kids are older, they are beginning to get their own dogs. One of my daughters (I have three, two with dogs, one without) trains working dogs for police and rescue work. She currently has two Labs. Birdy is trained for live search: she finds living people buried in rubble or hiding in buildings. Charge is a multi-purpose police dog, trained for scent detection and apprehension. Another daughter lives in Brooklyn, and also has two dogs: a tiny little Yorkshire Terrier named Pippen, and a yellow Lab named Zen. Zen flunked out of police dog school, but he's a good if rather energetic dog who would rather sleep and eat than work. Links reference SUNY Poly Library ebooks See also Annotation Using Ebrary (saved in ebsco folder) @book{37771720070101,
Abstract = {This innovative monograph focuses on a contemporary form of computer-based literature called'literary hypertext', a digital, interactive, communicative form of new media writing. Canonizing Hypertext combines theoretical and hermeneutic investigations with empirical research into the motivational and pedagogic possibilities of this form of literature. It focuses on key questions for literary scholars and teachers: How can literature be taught in such a way as to make it relevant for an increasingly hypermedia-oriented readership? How can the rapidly evolving new media be integrated into curricula that still seek to transmit'traditional'literary competence? How can the notion of literary competence be broadened to take into account these current trends? This study, which argues for hypertext's integration in the literary canon, offers a critical overview of developments in hypertext theory, an exemplary hypertext canon and an evaluation of possible classroom applications.},
Author = {Ensslin, Astrid},
ISBN = {9780826495587},
Publisher = {Continuum},
Series = {Continuum Literary Studies},
Title = {Canonizing Hypertext : Explorations and Constructions.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=377717&site=eds-live},
Year = {2007},
}
@book{2088719990101,
Abstract = {Previous ed.: 1993.},
Author = {McAleese, Ray},
ISBN = {9781871516289},
Publisher = {Intellect Books},
Title = {Hypertext : Theory Into Practice.},
Volume = {2nd ed},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=20887&site=eds-live},
Year = {1999},
}
@book{9126920020101,
Abstract = {Once the basic idea of hypertext had spread rapidly throughout the world via the Internet, the reception of hypertexts soon became subject of empirical research among psychologists, cognitive scientists, and educational researchers. As easy to use software for the writing of hypertexts (HTML editors) is now broadly available, there are no longer any technical obstacles for the use of hypertext production in teaching and learning. This book presents and analyses the learning effects that can be anticipated from the production of hypertexts. It includes laboratory experiments, studies on the production of hypertexts in the context of educational institutions, and reports on software environments designed for the production of hypertext. It includes theoretical, empirically and developmentally oriented contributions. The first three chapters link up directly with research on traditional writing while addressing aspects of the interaction between content and rhetoric during hypertext writ},
Author = {Bromme, Rainer and Stahl, Elmar and European Association for Research on Learning and, Instruction},
ISBN = {9780080439877},
Number = {Vol. 10},
Publisher = {Pergamon Press},
Series = {Advances in Learning and Instruction Series},
Title = {Writing Hypertext and Learning : Conceptual and Empirical Approaches.},
Volume = {1st ed},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=91269&site=eds-live},
Year = {2002},
}
@book{61668520130101,
Abstract = {This book explores the history of hypertext, an influential concept that forms the underlying structure of the World Wide Web and innumerable software applications. Barnet combines an analysis of contemporary literature with her exclusive interviews with those at the forefront of the hypertext innovation. She tells both the human and the technological story, tracing its path back to an analogue device imagined by Vannevar Bush in 1945, before modern computing had happened. ‘Memory Machines'offers an expansive record of hypertext over the last 60 years, pinpointing the major breakthroughs and fundamental flaws in its evolution. Barnet argues that some of the earliest hypertext systems were more richly connected and in some respects more flexible than the Web; this is also a fascinating account of the paths not taken. Barnet ends the journey through computing history at the birth of mass domesticated hypertext, at the point that it grew out of the university labs and into the Web. And y},
Author = {Barnet, Belinda},
ISBN = {9780857280602},
Publisher = {Anthem Press},
Series = {Anthem Scholarship in the Digital Age},
Title = {Memory Machines : The Evolution of Hypertext.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=616685&site=eds-live},
Year = {2013},
}
@book{53436320100101,
Abstract = {What happens to literature in an age of digital technology? Regards Croisés: Perspectives on Digital Literature provides an answer, with a collection of cutting-edge critical essays on literature gone digital. Regards Croisés is an important addition to existing research on digital literature, and will appeal to scholars of electronic writing, digital art,humanities computing, media and communication, and others interested in the field. It offers a significant advance in the field through its wide-angle perspective that globalizes digital literature and diversifies the current critical paradigms. Regards Croisés shows how digital literature connects with traditions and future directions of reading and writing communities all over the world. With contributions by authors from eight countries and three continents, the collection presents points of view on a transcontinental practice of digital literature. Regards Croisés also opens dialogues with expanded critical paradigms of digital l},
Author = {Baldwin, Sandy and Bootz, Philippe},
ISBN = {9781933202471},
Publisher = {West Virginia University Press},
Series = {UPCC Book Collections on Project MUSE},
Title = {Regards Croises : Perspectives on Digital Literature.},
Volume = {1st ed},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=534363&site=eds-live},
Year = {2010},
}
@book{8185320030101,
Abstract = {Mining the Web: Discovering Knowledge from Hypertext Data is the first book devoted entirely to techniques for producing knowledge from the vast body of unstructured Web data. Building on an initial survey of infrastructural issues—including Web crawling and indexing—Chakrabarti examines low-level machine learning techniques as they relate specifically to the challenges of Web mining. He then devotes the final part of the book to applications that unite infrastructure and analysis to bring machine learning to bear on systematically acquired and stored data. Here the focus is on results: the strengths and weaknesses of these applications, along with their potential as foundations for further progress. From Chakrabarti's work—painstaking, critical, and forward-looking—readers will gain the theoretical and practical understanding they need to contribute to the Web mining effort.• A comprehensive, critical exploration of statistics-based attempts to make sense of Web Mining.• Details the },
Author = {Chakrabarti, Soumen},
ISBN = {9781558607545},
Publisher = {Morgan Kaufmann},
Series = {Morgan Kaufmann Series in Data Management Systems},
Title = {Mining the Web : Discovering Knowledge From Hypertext Data.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=81853&site=eds-live},
Year = {2003},
}
@book{76178120130101,
Abstract = {In this revolutionary and highly original work, poet-scholar Glazier investigates the ways in which computer technology has influenced and transformed the writing and dissemination of poetry. In Digital Poetics, Loss Pequeño Glazier argues that the increase in computer technology and accessibility, specifically the World Wide Web, has created a new and viable place for the writing and dissemination of poetry. Glazier's work not only introduces the reader to the current state of electronic writing but also outlines the historical and technical contexts out of which electronic poetry has emerged and demonstrates some of the possibilities of the new medium. Glazier examines three principal forms of electronic textuality: hypertext, visual/kinetic text, and works in programmable media. He considers avant-garde poetics and its relationship to the on-line age, the relationship between web'pages'and book technology, and the way in which certain kinds of web constructions are in and of themse},
Author = {Glazier, Loss Pequeño},
ISBN = {9780817310745},
Publisher = {University Alabama Press},
Series = {Modern and Contemporary Poetics},
Title = {Digital Poetics : Hypertext, Visual-Kinetic Text and Writing in Programmable Media.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=761781&site=eds-live},
Year = {2013},
}
@book{7814820020101,
Abstract = {Tracing a journey from the 1950s through the 1990s, N. Katherine Hayles uses the autobiographical persona of Kaye to explore how literature has transformed itself from inscriptions rendered as the flat durable marks of print to the dynamic images of CRT screens, from verbal texts to the diverse sensory modalities of multimedia works, from books to technotexts.Weaving together Kaye's pseudo-autobiographical narrative with a theorization of contemporary literature in media-specific terms, Hayles examines the ways in which literary texts in every genre and period mutate as they are reconceived and rewritten for electronic formats. As electronic documents become more pervasive, print appears not as the sea in which we swim, transparent because we are so accustomed to its conventions, but rather as a medium with its own assumptions, specificities, and inscription practices. Hayles explores works that focus on the very inscription technologies that produce them, examining three writing mach},
Author = {Hayles, N. Katherine},
ISBN = {9780262083119},
Publisher = {The MIT Press},
Series = {Mediawork Pamphlet},
Title = {Writing Machines.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=78148&site=eds-live},
Year = {2002},
}
@book{7993419990101,
Abstract = {How We Write is an accessible guide to the entire writing process, from forming ideas to formatting text. Combining new explanations of creativity with insights into writing as design, it offers a full account of the mental, physical and social aspects of writing. How We Write explores: how children learn to write the importance of reflective thinking processes of planning, composing and revising visual design of text cultural influences on writing global hypertext and the future of collaborative and on-line writing. By referring to a wealth of examples from writers such as Umberto Eco, Terry Pratchett and Ian Fleming, How We Write ultimately teaches us how to control and extend our own writing abilities. How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.},
Author = {Sharples, Mike},
ISBN = {9780415185875},
Publisher = {Routledge},
Title = {How We Write : Writing As Creative Design.},
URL = {http://sunypoly.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=79934&site=eds-live},
Year = {1999},
}
I can share a link to a book or to (my) page (within SUNYIT)(my page, because I is highlighted?). this is the ebrary record:
TITLE
From Codex to Hypertext
SUBTITLE
Reading at the Turn of the Twenty-first Century
SERIES
Studies in Print Culture and the History of the Book
EDITOR
Anouk Lang
PUBLISHER
University of Massachusetts Press
PRINT PUB DATE
2012-12-01
EBOOK PUB DATE
N/A
LANGUAGE
English
PRINT ISBN
9781558499522
EBOOK ISBN
9781613762004
PAGES
276
LC SUBJECT HEADING
Books and reading.
LC CALL NUMBER
[Z1003.F84 2012]
DEWEY DECIMAL NUMBER
028.9
DOCUMENT TYPE
book Enclose a word or phrase in double brackets and it becomes a link.
Individuals writing essays produce text organized in patterns. For the writer, a well organized outline of information serves as a blue print for action. It provides focus and direction as the writer composes the document, which helps to ensure that the stated purpose is fulfilled. For the reader, clear organization greatly enhances the ease with which one can understand and remember the information being presented There are a variety of patterns of organization. Individuals writing essays produce text organized in patterns. For the writer, a well organized outline of information serves as a blue print for action. It provides focus and direction as the writer composes the document, which helps to ensure that the stated purpose is fulfilled. For the reader, clear organization greatly enhances the ease with which one can understand and remember the information being presented There are a variety of patterns of organization. Excise is a technique used while writing in TiddlyWiki. This technique, enacted while editing a tiddler, cuts the selected text from the tiddler being edited, and pastes it into the text field of a new tiddler. The process of using this technique includes establishing the title of the tiddler to hold the selected text, and modifying the tiddler being edited to reference the new tiddler. By default, the text field of the new tiddler is transcluded into the tiddler being edited. The new tiddler can also be referenced withhin a macro for other effects. The excise button is likely on the Editor Toolbar, visible while editing a tiddler. The toolbar can be modified on the , which is accessible on the Control Panel
Appearance / Toolbars / Editor Toolbar tab In-class review of submissions:
Core concepts: with links to relevant TiddlyWiki.com pages Assignment: Note change in due date Core concepts: with links to relevant TiddlyWiki.com pages Assignment: Review in Class: I have had many dogs in my life. They have been owned by different people Objectives
Preliminary reviews of Student Work
Exercise 1.01: Hello World!, Due: Wed 17 Jan This is my first exploration ever with the use of storylist in a filter. There are currently 1 tiddlers in the story list. Hello There|| the first tiddler in the story list. Hello There || the last tiddler in the story list. || the tiddler before this tiddler, First exploration with story list. || the tiddler after this tiddler ( First exploration with story list ) Here are all the tiddlers in the story list:
Hello There,
Essay 8: Toward the Tabular Text ()
About Designing & Writing Interactive Texts
I'd like to get some feedback (anonymous or otherwise) from everyone in this class. Please complete this form when you have a chance. I'll share the results next week. Exploring core readings about hypertext and key examples of hypertextuality Streaming info forthcoming First session: Thursday, January 25, 2018 at 16:00:00 GMT
Notes identifying changes, updates and developments to this wiki
14th January 2018 A learning community is a group of people who share common academic goals and attitudes, who meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education. This may be based on an advanced kind of educational or 'pedagogical' design. Community psychologists such as McMillan and Chavis state that there are four key factors that defined a sense of community: (1) membership, (2) influence, (3) fulfillment of individuals needs and (4) shared events and emotional connections. So, the participants of learning community must feel some sense of loyalty and belonging to the group (membership) that drive their desire to keep working and helping others, also the things that the participants do must affect what happens in the community; that means, an active and not just a reactive performance (influence). Besides a learning community must give the chance to the participants to meet particular needs (fulfillment) by expressing personal opinions, asking for help or specific information and share stories of events with particular issue included (emotional connections) emotional experiences. Engaging in the technique of linking involves creating an opportunity to move, either within a text or to another text. Engaging in the act of filtering involves manipulating the range of nodes (tiddlers) presented as possible choices that can be selected in a given context. Essentially: there is a population (of tiddlers), and the filter tells us which to include in presented list of tiddlers. The output of filters in tiddlywiki are generally presented as lists of tiddlers. Computer Lib/Dream Machines is one of the core texts in hypertext theory. Read the Wikipedia article, the excerpts and the commentary. Try to gain an understanding of what Nelson means by "hypertext." If interested, pursue the entire book from one of the links below. New Here is a technique used while writing in TiddlyWiki. This technique, enacted while viewing a tiddler, creates a new tiddler with a tag that is the title of the tiddler being viewed, and navigates to the edit view of the new tiddler. The new here button is likely visible on the More actions <1> copy urls for tiddlywiki files of interest from
spreadsheet
<2> use chrome extension Open Multiple URLs and paste list of URLs
<3> drag download-for-critique to tiddlywiki in next tab
<4> click on green download button to download the current TiddlyWiki
<5> drag download-for-critique from first tab to next tab
<6> repeat previous two steps until out of wikis
<7> find newly downloaded wiki files in finder
<8> select all, and open with Chrome Hello, Class participants are welcome to attend online synchronous workshops. Online Workshops are generally held on Mondays from 7:00-8:15pm. The platform will be determined at a future date. Students attending the workshops will be invited to share their screens to review their work. Video is optional. Audio is mandatory. Attendance is optional for all students. All online synchronous workshops will be recorded for later review by students. The DesignWriteStudio will host an Open Course in the Spring 2018 semester, beginning January 23, 2018. Individuals interested in following the flow of the class by completing exercises and submitting critiques are welcome to become participants in the Studio. Open Students are asked to join the Design Write Google Group. For more information, please contact Steve Schneider, steve@sunyit.edu Anyone is welcome to participate in this learning community by engaging in some or all of the activities, including exercises, critiques and projects. The Open Course will launch on January 29, 2018 Individuals interested in following the flow of the class by completing exercises and submitting critiques are welcome to become participants in the Studio. Open Students are asked to join the Design Write Google Group. For more information, please contact Steve Schneider, steve@sunyit.edu Individuals interested in following the flow of the class by completing exercises and submitting critiques are welcome to become participants in the Studio. Open Students are asked to join the Design Write Google Group. For more information, please contact Steve Schneider, steve@sunyit.edu Wiki wiki is the first Hawai'ian term I learned on my first visit to the islands. The airport counter agent directed me to take the wiki wiki bus between terminals. I said what? He explained that wiki wiki meant quick. I was to find the quick bus. I thought "wiki wiki web" was more fun to say than "quick web", no mater what pronunciation is used. The name "quick web" would have been appropriate for a system that makes web pages quickly. Microsoft's "quick basic" was a precedent for such a name. I chose to call the technology WikiWikiWeb. I used exactly this spacing and capitalization because the technology would then recognize the term as a hyperlink. I consider WikiWikiWeb to be the proper name of the concept, of which Wiki or wiki is an abbreviation Upon completion of this course, successful participants will have: Unlike hieroglyphic writing, whose pictographic component gives it a visual,
spectacular aspect, alphabetic writing was conceived as a transcription of
speech and was from its inception associated with the linearity of orality. This
linearity is aptly symbolized in the arrangement used in early Greek writing, in
which the characters in the first line were aligned from left to right, and those
in the next line, from right to left, with the characters sometimes inverted,
imitating the path of a plow working a field, a metaphor that gave this type of
writing its name: houstrophedon.1 Readers were supposed to follow with their
eyes the uninterrupted movement the hand of the scribe had traced. There are 5 practices associated with hypertextuality:
Like this: Tiddler Name This video provides a general introduction to TiddlyWiki.
It assumes you've completed the Workshop tasks demoed in Workshop: Saving, Serving, New Tiddlers
Thu Jan18: Text, Interactivity, Writing and Designing Readings: The first set of readings are designed to introduce, in very broad terms, the idea of "hypertext" as it was initially conceived, first in the 1940s, then in the 1960s, and then again with the emergence of the Internet in the 1990s. This video is an excellent introduction to the concept of digital text. If you've seen it before, watch it again, and think about it in the context of hypertext. Readings: The first set of readings are designed to introduce, in very broad terms, the idea of "hypertext" as it was initially conceived, first in the 1940s, then in the 1960s, and then again with the emergence of the Internet in the 1990s. This video is an excellent introduction to the concept of digital text. If you've seen it before, watch it again, and think about it in the context of hypertext. This great trick was shown to the tiddlywiki google group by Alberto Molina. I enhanced it a bit. Several wikipedia articles will be helpful in understanding core terms for this course I've added some functionality that will capture titles of tiddlers tagged with
and present them as stretch text on Hello There Upon completion of this course, successful participants will have:
I think the idea to expand an ellipsis
has existed for a long time inside my head. Approach 1: Approach 2: IDT 575 is a credit-bearing course offered by SUNY Poly. Students wishing to receive credit must register.
Professor: Steven M. Schneider Explores the contemporary practice of writing in digital environments, with an emphasis on hypertext and hypertextuality. Reviews the history of writing, and the notion of interactivity. Techniques for writing digital texts with navigational and semantic elements are presented and practiced. Students design and write wikis featuring words, images, video and audio, and use a variant of Markdown to structure elements and render documents and texts consistent with contemporary standards of design and presentation. Upon completion of this course, successful participants will have:
Thu Jan18: Text, Interactivity, Writing and Designing
Tue Jan16: Saving, Serving, New Tiddlers
Exercise 1.01: Hello World!, Due: Wed 17 Jan Engaging in the act of tagging involves adding a tag to a tiddler. Engaging in the act of templating involves creating a frameworks or set of instructions governing the display of information for a set of filtered tiddlers. Transcluding via a template is like applying a mask: assuming that the source tiddler contains generic references (like eye holes in a mask), these will be replaced with the target tiddlers values (like the eyes of the person who wears the mask). There are 85 bibliographic references. Here are all of the titles, with author, sorted by author, with the URL provided:
>Semantic Annotation and Retrieval: Web of Hypertext - RDFa and Microformats
>Semantic Annotation and Retrieval: Web of Hypertext - RDFa and Microformats
>Inaccuracy and Reading in Multiple Text and Internet/Hypertext Environments
>Hypermedia reading strategies employed by advanced learners of English
>Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences
>THE ROLE OF SELF-REGULATED LEARNING ABOUT SCIENCE WITH HYPERMEDIA
>Historicizing Hypertext and Web 2.0: Access, Governmentality and Cyborgs
>Possible Worlds of Hypertext Fiction
>Theory: Hypertext Fiction and the Significance of Worlds
>Ontological Boundaries and Methodological Leaps The Importance of Possible Worlds Theory for Hypertext Fiction (and Beyond)
>Text and Hypertext Categorization
>delightful vistas Revisiting the Hypertext Garden
>Salience in hypertext: Multiple preferred centers in a plurilinear discourse environment
>Hypertext Writing: Learning and Transfer Effects
>THE ROLE OF DIFFERENT TASK INSTRUCTIONS AND READER CHARACTERISTICS WHEN LEARNING FROM MULTIPLE EXPOSITORY TEXTS
>Biodiversity and conservation. A Hypertext book. The origin, nature and value of biological diversity, the threats to its continued existence, and approaches to preserving what is left
>'Sailing the islands or watching from the dock': the treacherous simplicity of a metaphor. How we handle 'new (electronic) hypertext' versus 'old (printed) text'
>Spatial Hypertext as a reader tool in digital libraries
>Visual analytics of large dynamic digraphs
>HYPERTEXT
>Learning competition of hypertext
>the novel as hypertext Mapping Thomas Pynchon's Against the Day
>BROWSING - A MULTIDIMENSIONAL FRAMEWORK
>From Linking Text to Linking Crimes: Information Retrieval, But Not As You Know It
>THE CHANGING NATURE OF TEXT: A LINGUISTIC PERSPECTIVE
>Multimedia and Reading Ways: a State of the Art
>DESIGN FOR MORE TYPES: DESIGNING TEXT TO SUPPORT THE ACCESS, ENGAGEMENT, AND SUCCESS OF DIVERSE LEARNERS
>Literary Gaming
>"The Pen Is Your Weapon of Choice": Ludic Hypertext Literature and the Play with the Reader
>Digital Annotations: a Formal Model and its Applications
>Blue hypertext is a good design decision : no perceptual disadvantage in reading and successful highlighting of relevant information
>Learning Methods for Graph Models of Document Structure
>Learning from Multimedia and Hypermedia
>Development of a web-based hydrologic education tool using Google Earth resources
>Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text
>Hypertext and Journalism: Audiences Respond to Competing News Narratives
>What Are Preadolescent Readers Doing Online? An Examination of Upper Elementary Students' Reading, Writing, and Communication in Digital Spaces
>Reading Strategies and Cognitive Load: Implications for the Design of Hypertext Documents
>The Otherness of Cyberspace, Virtual Reality and Hypertext
>Hypertext - Classification and Evaluation
>Novices' need for exploration: Effects of goal specificity on hypertext navigation and comprehension
>Scholarly Hyperwriting: The Function of Links in Academic Weblogs
>Simple Semantic Enhancement of Instructional Hypertext
>Cognitive Load in Adaptive Multimedia Learning
>Encouraging serendipity in research: Designing technologies to support connection-making
>How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity
>HYPERTEXT AND ITS ANACHRONISMS
>Retracing the Footprints from Print to Digital: An Assessment of Textual Structure
>BEYOND CLICKS AND SEMANTICS Facilitating Navigation via the Web's Social Capital
>Hypertexts-Memories-Writing
>Hypertext
>The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order
>Why don't we read hypertext novels?
>Reading and the Body: The Physical Practice of Reading
>Kafka, Hypertext and Assemblages
>Structure Formation in the Web Toward A Graph Model of Hypertext Types
>Integrating Content and Structure Learning: A Model of Hypertext Zoning and Sounding
>The documentary question with regard to digital : back to the fundamentals
>The Unfortunates: Hypertext, Linearity and the Act of Reading
>How to support learning from multiple hypertext sources
>New Narratives Stories and Storytelling in the Digital Age Introduction
>Information Search and Navigation on the Internet
>Hypertext Was Born Around 1200 A Historical Perspective on Textual Navigation
>Hypertext An Interactive Literacy
>Feral Hypertext: When Hypertext Literature Escapes Control
>All Together Now Hypertext, Collective Narratives, and Online Collective Knowledge Communities
>The Rhetoric of New Media: Teaching a Rhetoric of Hypertext
>Cognitive Theories and Aids to Support Navigation of Multimedia Information Space
>The Effects of Interface Design and Age on Children's Information Processing of Web Sites
>THE INTERACTIVE DIAGRAM SENTENCE: HYPERTEXT AS A MEDIUM OF THOUGHT
>Do graphical overviews facilitate or hinder comprehension in hypertext?
>How adolescents navigate Wikipedia to answer questions
>Russian literature on the internet From hypertext to fairy tale
>Anaphora Resolution and Text Retrieval: A Linguistic Analysis of Hypertexts
>Online Metacognitive Strategies, Hypermedia Annotations, and Motivation on Hypertext Comprehension
>The Chem Paths Student Portal: Making an Online Textbook More than a Book Online
>Learning by Hypertext Writing: Effects of Considering a Single Audience versus Multiple Audiences on Knowledge Acquisition
>Analyzing Collaborative Processes and Learning from Hypertext Through Hierarchical Linear Modelling
>The file as hypertext Documents, files and the many worlds of the paper state
>Digital concept maps for managing knowledge and information
>Stuck in a Loop? Dialogue in Hypertext Fiction
>Stylistics and hypertext fiction
>Co-creation in ambient narratives
>Keys and the crisis in taxonomy: Extinction or reinvention?
>PESTLAW A HYPERTEXT BOOK ON PESTICIDE LEGISLATION IN THE UNITED KINGDOM
Source: ?? Thomas Eis The TextStretch macro is a great tool
to keep the message short. Your readers can discover more details easily. Compact and powerful. Want to hide some content? Try it:
The first line of the macro reads If you prefer other
, I recommend to call strex from your own macro or adapt your copy of the Use quotation marks, if your parameter contains whitespace
. If you want to use the default value, you write "" or nothing. Backup your TiddliWiki
. Drag the links from the following list to your Wiki, import, save and reload. Drag the link TextStretch over too, if you want to keep
these explanations. Have fun! New TextStretch Versions might be published on: http://tid.li/tw5/hacks.html#TextStretch This thread in the TiddliWiki Google Group was the ignition which made me develop my own version of a tool similar to
My initial goal was to detect [text], show only […] and expand on click. I was not able to master the detection part, but I think the result is much better anyway. I am very greatful for Mat
– his example StretchText showed me how something like TextStretch can be done. At the same time I would like to thank all other members of the friendly TiddlyWiki community for
inspiring examples, tips and tricks they share. Thank you all! This video is an excellent introduction to the concept of digital text. If you've seen it before, watch it again, and think about it in the context of hypertext.
By clicking on the link, you engaged in the practice of following links. If you made this tiddler visible by tapping on its name in another tiddler, then there should be a link to that tiddler here: If there is nothing following the word here in the previous sentence, then you made this tiddler visible by some other way (perhaps by ciicking in the recent tab in the sidebar? Engaging in the process of transcluding involves referencing
one tiddler "A" from another tiddler "B" such that the content of "A" appears to be a part of "B". See Transclusion
Readings: The first set of readings are designed to introduce, in very broad terms, the idea of "hypertext" as it was initially conceived, first in the 1940s, then in the 1960s, and then again with the emergence of the Internet in the 1990s. This video is an excellent introduction to the concept of digital text. If you've seen it before, watch it again, and think about it in the context of hypertext.
Computer Lib/Dream Machines is one of the core texts in hypertext theory. Read the Wikipedia article, the excerpts and the commentary. Try to gain an understanding of what Nelson means by "hypertext." If interested, pursue the entire book from one of the links below. Politics is exercised on a wide range of social levels from clans and tribes of traditional societies, through modern local governments, companies and institutions up to sovereign states, to the international level.
Video of Workshop. Start at about 15:00 if you want to skip the intro stuff...
This workshop is presented with reference to Exercise 3.02 (Reverse Engineering Wikipedia), and compares mediawiki to tiddlywiki in the context of hypertextual practices and techniques. Along the way, we discuss and demo several features of Tiddlywiki that are referenced in Exercise 3.02 Directions: Table of Contents, Journals, New Here, Excising Text.
Tue Jan16: Saving, Serving, New Tiddlers Contents/Directories experimental: series of experimental projects, each of which should be described. Example: bibtex. Includes some wikis with ideas, like bibtex (each of these wikis is web-served via github...)
Submission Comments: Did this on Tuesday, but never handed it in. So I didn't know how to get back into it, so I re-did it.
Quick Crit: Try setting your default tiddler to [[My First Wiki]] that should render properly.
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Submission Comments: Played around a little didn't have to much time.
Quick Crit: Very nice! Looks like you played a bit with fonts and palettes! Enjoy
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Andrew is the first submission to the google form for sharing wikis who used the new comment field! If you look at the response spreadsheet, you'll see his comment. Then edit this tiddler and you'll see the field comments that contains the text of his comment. If you want to see the template for displaying the fields of this tiddler, click the Template link at the bottom of this tiddler.
Submission Comments: Played around a little didn't have to much time.
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Submission Comments: I remade this tiddler because my original had a difficult name (cvdemo2 vs sunypoly-mantelb-etc)
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Quick Crit: Very Nice! Looks like you played a bit with palettes and fonts. Have fun!
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Quick Crit: Nice. Looks like you are moving this into the About Me exercise, which is fine. But note this in the group, and I'll write some suggestions about how to handle things like default tiddlers.
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Quick Crit: Looks like you morphed this into About Me which is fine, but let's discuss this in the group. Start a new thread on "Using the Same TiddlySpot for Multiple Exercises" and we can discuss there.
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Quick Crit: Didn't see any tiddlers in your wiki...
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Quick Crit: I don't see any tiddlers in your wiki. Doesn't look like you de-activated sideeditor plugin.
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Quick Crit: Very nice! Looks like you've played around quite a bit. Good to see! Enjoy!
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Quick Crit: Didn't change the title of the wiki, but otherwise, Nice!
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Quick Crit: Nice. Maybe you could write a short tiddler here that explains how you are serving this in bigfishmedia.com...pretty cool!
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Quick Crit: Need to finish through on demo. Not exactly sure where you are here. But something isn't right.
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Submission Comments: For how much I know about the web and websites, I know very little about wikis. This truly is my first wiki and I'm looking forward to figuring out more about how it works.
Quick Crit: Nice!
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Submission Comments: So far, I am finding this confusing but I assume it will get easier to use the more I use it!
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Submission Comments: I did a second wiki, for more practice.
Quick Crit: Nice!
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Submission Comments: I'm getting there
Quick Crit: Nice!
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Quick Crit: Great! Love to see the exploration. We'll learn it, but if you'd like to go faster, go to tiddlywiki.com and work through the "Learning" section. How did you change the default font?
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Quick Crit: set default tiddler to Hello there, world. in $:/ControlPanel
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Quick Crit: See your default tiddler to [[MyFirstWiki]] in $:/ControlPanel
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Submission Comments: I apologize for the tardiness of this assignment.
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Quick Crit: Nice! Glad to see you not following silly instructions for things like $:/SiteSubtitle and names of tiddlers. And you are right: the first tiddlers should be called MyFirstTiddler!
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Submission Comments: introduction to tiddlywiki and tiddlyspot, first "Hello, World" test wiki
Quick Crit: Nice!
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Submission Comments: I think i went a little too crazy with the tags, but the macros were definitely interesting to learn.
Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Nicely done. A few errors that you could correct someday, mostly in syntax. For example in About Me in Tags you have << tag "Weedsport School District>> which fails to render as desired; try <<tag "Weedsport School District">> instead.
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Quick Crit: √ About Me X About Me in Tags X <<list-links>> macro • Need to complete next steps as outlined in Exercise 1.02 Directions
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Submission Comments: This was fun I enjoyed playing around with these on my other tiddler.
Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Good to see palette work and customization of tools menu • Hey, and thannks for finding the refresh button
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Quick Crit: √ About Me X About Me in Tags √ <<list-links>> macro • Create an About Me in Tags tiddler - you're all ready to go!
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Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Nice work on palette • Excellent work in About Me to render narrative with links such as [[college experience|Education]]
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Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro – – implement in tiddlers such as parents like this: <<list-links "[tag[parents]]">> • Nice use of longish links like [[Mom, my sister Cory, my brother Nolan, my other brother Davis, and our pet dog Karma|family]] to link to family • In future, check GoogleForm for SharedWiki Submissions to see if your response has been received; no need to submit multiple entries)
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Quick Crit: √ About Me X About Me in Tags √ <<list-links>> macro • I didn't find the About Me in Tags tiddler • Very interesting use of tags, including of all and the intersection between tags
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Submission Comments: If anyone knows why I can't access my site from multiple computers with out losing all of my data let me know
Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro – – implement in tiddlers such as extra curricular activities like this: <<list-links "[tag[extra curricular activities]]">> • Make an appointment with James or with me via the group to work on your saving issues
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Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro – implement in tiddlers such as Occupations/Trades like this: <<list-links "[tag[Occupations/Trades]]">> • Check default tiddler; you call for [[about me]] not [[About Me]] • Similar issues with respect to Hobbies versus hobbies
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Submission Comments: This was actually very fun to do because I used multiple tags for each item and ended up having nested tags. I think I'm starting to get the hang of this tiddly thing..
Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro. Nice job!
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Submission Comments: In this one I played around with the color palette (wayyyy too many color fields imo). I also encorporated tabs
Quick Crit: X About Me √ About Me in Tags X <<list-links>> macro implement in tiddlers such as Chapter like this:
– basically, just like you used <<tabs>> • Interesting color palette choices • Keep on exploring!
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Submission Comments: everyday need to create a tiddler, as old one when edited it's saving locally. I may me missing something here
Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Not sure why working is tagged with occupations • In future, check GoogleForm for SharedWiki Submissions to see if your response has been received; no need to submit multiple entries)
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Quick Crit: Interesting way to use iframe to show other web pages • NIce use of HTML5 code to format images in Main • Not really an About Me demonstrating tags and tagging...but that's ok...especially for "open" and advanced students, do as you please and I'll respond...
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Submission Comments: My Aboutme
Quick Crit: √ About Me X About Me in Tags X <<list-links>> macro • Also didn't follow through on creating tiddlers referenced in About Me
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Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro - – implement in tiddlers such as occupations like this: <<list-links "[tag[occupations]]">> - you started this in Occupation but, due to case-sensitivity, it didn't render as you intended.
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Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Interesting use of tags, especially on further information which is kind of a jumping off point for a future narrative
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Submission Comments: I like being able to create links to a page before they actually exist, so that when I go to edit that new page, it has already been created for me.
Quick Crit: √ About Me X About Me in Tags X <<list-links>> macro • In your tag tiddlers (such as personal life) you hard-coded the links; instead, use the <<list-links>> as requested in Exercise 1.02 Directions • Also, when you referenced personal life in About Me in Tags you put <<tag "Personal Life">> rather than <<tag "personal life">> (everything is case sensitive).
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Submission Comments: From the zoom I viewed on Monday, I was also able to incorporate images on a couple of my tiddler links.
Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Very different use of tags than proposed in exercise instructions - much more open-ended than instrumental • Very intriguing use of multiple tags as in binge-watcher which will be helpful in spinning narratives moving forward
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Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro - – implement in tiddlers such as locations like this: <<list-links "[tag[locations]]">> • You might find it helpful to disable the sideeditor plugin, and so set a default tiddler, as shown in the demo
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Submission Comments: I'm not sure if the order matters, but I created the tiddlers before I did any tagging
Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro – implement in tiddlers such as unhealthy snacks like this: <<list-links "[tag[unhealthy snacks]]">> • Interesting question if "order matters" - it doesn't from a technical perspective, but it might from a cognitive perspective • you tagged places such s Latin America as travelling not Travelling as you referenced in [[About Me in Tags]] • Lots of countries! Perfect source material for projects.
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Submission Comments: I went over my tags again and made some minor revisions.
Quick Crit: But, you still haven't demonstrated use of <<list-links>> macro that I could find...
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Submission Comments: Sorry about the late submission, I was having trouble with the Tags.
Quick Crit: √ About Me X About Me in Tags X <<list-links>> macro – implement in tiddlers such as Work like this: <<list-links "[tag[Work]]">> • Max, you didn't use the <<list-links>> macro in your tags. None of your tags gather multiple tiddlers under s common tag; there seems to be a disconnect in understanding what tags do.
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Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Might have tagged dad to Air National Guard. Not sure why dan is tagged volleyball • Nice palette work.
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Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • An interesting and somewhat different use of tags, but you get the concept. For example, not sure why you've got things tagged to Michael –
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Quick Crit: √ About Me X About Me in Tags √ <<list-links>> macro • Create an About Me in Tags tiddler and populate it with references to your tags such as Occupations • Interesting to see you using two tags for objects such as Blue Honda Civic - we'll be using that technique in Exercise 2.01
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Submission Comments: Sorry for the lateness! I had the flu. I probably should've gone and got myself excused by a doctor until i could work again, but it's a bit late for that now. I know how to get seen at the wellness center now though, so it shouldn't happen again. I wanted to do this anyway to make sure I pick up the skills being taught.
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Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro • Love to see colored tags. And the change in the way tag displays (how did you do that?). You have a space after About Me in your default; that's why that didn't work. The value of tags for concepts like born is not clear. But you are ready for stretch text - start a new thread in the group How do I use stretch text? and I'll write a brief set of instructions!
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Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro – implement in tiddlers such as Work like this: <<list-links "[tag[Work]]">> • Why not use the tag Video games instead of recreation? • Interesting use of Work tag to tag both places of employment (Hannaford), jobs (front end associate) as well as other aspects of working: number of years, part time jobs etc. If we get to in class, we'll work with RenameTags as a demo...
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Submission Comments: That was fun!
Quick Crit: You did a nice job building tiddlers. Love to see some images. Pay attention to the default tiddler; as you've got it set, the wiki reopens where you left off (which is a choice...). Most importantly, let's look at your tagging strategy. For example, you tag [[Grey Nisan Altima]] to [[Driving]] but then list it on [[Cars I have owned]]. This works sort of for now, but will fail you in the next exercise. Similarly, the code for [[Jobs]] is <<list-links filter:"[tag[Job]]">>
which means that when you type <<tag Jobs>> in About Me in Tags it doesn't populate the tag pill.
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Quick Crit: √ About Me √ About Me in Tags√ <<list-links>> macro. You got it! Nice colors :)
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Submission Comments: Couldn't see my submission that I sent on Saturday so submitting it again.
Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro – implement in tiddlers such as activities like this: <<list-links "[tag[activities]]">> • I was hoping to see at least two (better, three) things associated (tagged) to each of your dimensions (tags); probably should have specified in instructions • (check GoogleForm for SharedWiki Submissions to see if your response has been received; no need to submit multiple entries)
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Submission Comments: I tried submitting this earlier, not sure if it worked
Quick Crit: It worked! • In future, check GoogleForm for SharedWiki Submissions to see if your response has been received; no need to submit multiple entries)
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Quick Crit: √ About Me √ About Me in Tags √ <<list-links>> macro. • (Sharon - nice to see you!)
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Submission Comments: For the remainder of the semester, I will use the format "stachebrown.assignmentname.tiddlyspot.com". If this is problematic for you I will change it, but it is simple for me to keep track of and easier for me to remember.
Quick Crit: √ About Me X About Me in Tags √ <<list-links>> macro • Add About Me in Tags to complete assignments • Naming wikis up to you - as you see, I just ingest from google form what you submit.
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Submission Comments: Good exercise for exploring basic principles of hypertext on the TiddlySpot platform
Quick Crit: √ About Me √ About Me in Tags X <<list-links>> macro -
implement in tiddlers such as cars like this: <<list-links "[tag[cars]]">> • In future, check GoogleForm for SharedWiki Submissions to see if your response has been received; no need to submit multiple entries)
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Submission Comments: Final Copy of About Me Wiki with corrected Link List
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{{!!fieldname}} so that on <$appear> transclusion it isn't visible...)
Submission Comments: Kind of confused on the transclusion and what I was supposed to do for that.
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Submission Comments: Not sure about Step 7.3, but I attempted to fix 1.02 if you want to recheck it
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Submission Comments: Was confused about step 7.3
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Submission Comments: I actually don't remember the name I used last name, I apologize. I'll be using just my first and last name going forward.
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Submission Comments: I was a little confused on the narrative, so I just put added what I thought would matter.
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Submission Comments: I tried to create an isosceles triangle, but couldn't make it happen
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Submission Comments: I could not figure out Part 7.3
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Submission Comments: I tired to make a few more shapes. Also I didn't get my transclusion code to work so good.
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Submission Comments: I'll post some more shapes later in the week
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Submission Comments: I put all the new tiddlers under Exercise 2.01 using tags and a list macro
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Submission Comments: I couldn't the lists to work.
Quick Crit: See critique where I do some work with Aiicia's objects and weave them into a story.
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Submission Comments: Liked this exercise a lot.
Quick Crit: crit extends your work a bit. Nice job.
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Quick Crit: Nice! See crit for ways to use your games template
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Quick Crit: Nice job. You wrote on dogs (which is fine) so all of the provided templates and lists worked flawlessly! No external crit wiki.
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Quick Crit: Nice job. See crit that discusses the implications of the 1:1 relationship you build between Meme and source
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Submission Comments: I like movies
Quick Crit: excellent. see other critiques for demo of 2-stage listing process using [[each]] which could be applied to yours, like this one
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Quick Crit: Very interesting. I'll be sure to review this in class. See the critique for some detail.
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Submission Comments: I had a lot of trouble with the third generated story. I think I was trying to do too much (I was trying to format it to ensure the content would make sense together). The objects wiki is linked to from the reflections wiki. It is located at: http://sunypoly-cushinj-objects.tiddlyspot.com/
Quick Crit: This looks pretty good, actually. A bit more work needed on the 2nd order filter, which is complicated. See Crit
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Submission Comments: I got completely lost starting at step 5
Quick Crit: see critique to hopefully get you unlost
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Submission Comments: I'm still having difficulty creating wikis. I can't create and generate a wiki at tiddlyspot.com. I always have to shut down my laptop and start over before I could get to step #3.
Quick Crit: You noted that "length of tenure" was not an acceptable field name - but length-of-tenure would have worked fine • Because your field "years" was text instead of numeric, it sorts alpha not numerically • Template looks good! • Use the google group https://groups.google.com/forum/#!forum/designwrite for issues like not being able to save in TiddlySpot!
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Submission Comments: I got really confused with the fields and making them work, but I got help and made it work.
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Submission Comments: Had some issues with Transclusion, but I finally got it to work
Quick Crit: Good start. I did some work in crit to illustrate what we could do with these fields.
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Submission Comments:
Quick Crit: Works! (short step to more complexity, as shown in crit.
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Quick Crit: Nice job! good reflection. see crit for a demo...
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Quick Crit: See crit for some ideas; nicely done.
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Submission Comments: I am not really sure if I fully understand how to use templates.
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Submission Comments: Not sure I did it right.
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Submission Comments: Not quite sure what happened with the tags and the original screenshot of what it looked like w/ annotations isn't there for I cannot get back to a place where I can screenshot the original to make annotations in the first place. I was going to do it later, but the website changed mid construction. Also not quite sure about the journal requirements
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Submission Comments: Did I do step 5 correct
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Submission Comments: couldn't find original google news doc to take the story articles from
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Submission Comments: Not too sure about the templating, but maybe I got it??
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Submission Comments: I had some trouble following the instructions for this. I did my best. I was not really sure about the collapse story portion of this.
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Submission Comments: My first submission did not save correctly. This is the correct one.
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Submission Comments: Sometimes I get caught between writing the code and simply spelling out the action or effect I'm trying to achieve.
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Submission Comments: Apologies again for the late work, I'm having a lot of difficulty with the subject.
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Submission Comments: Not sure if its okay, but I'm resubmitting because I think I just used my first name for the previous submission
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Submission Comments: Hi - Well I've had some difficulties with this assignment. I learnt the hard way that If you start a wiki on one computer and open the url and edit on another computer; It do not save.
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Submission Comments: I finally understood what transcluding was. I wasn't exactly sure why you would need or want to do that, but I am glad that I understand it now by using Wikipedia as real world example.
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Submission Comments: Had fun with the table of contents really enjoyed this lesson.
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Submission Comments: I didn't reverse engineer any tables, though...
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Submission Comments: I actually found this assignment to be a lot of fun, however I am still confused on how one would go about coding the table of contents to make it their own.
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Submission Comments: This link has the work for both Exercise 3.02 and Exercise 3.02b
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Submission Comments: I tend to get transclusions and templates mixed up. If I understand correctly, a template can contain a bunch of transclusions?
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Submission Comments: I'm coming to terms with the non-linear aspects of Tiddlywiki; I keep going back and forth between the questions, and sometimes between exercises. I started working on 3.02 before 3.01.
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Submission Comments: I think I did better with this one than the last, though the tardiness remains inexcusable...
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Submission Comments: Hi - Is there any directions for Ex 3:02b? is the submission date Feb 4th?
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Submission Comments: Hello- I tried to work on the Annotated Bibliography. I'm not sure this is all that's needed, but I used just a some of the techniques for Hypertextual Writing
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A Web page
a document in html format that is responsive to an http:// request
that anyone can write
with modest technical skills
...but not that anyone can edit
so not collaboratively written
Circles
Squares
Rectangles
Triangles
Thu Jan18
Tue Jan23
Thu Jan25
Tue Jan30
Thu Feb01
Tue Feb06
Thu Feb08
Tue Feb13
Thu Feb15
Tue Feb20
Thu Feb22
Tue Feb27
Thu Mar01
Tue Mar06
Thu Mar08
Tue Mar13
Thu Mar15
Tue Mar20
Thu Mar22
Tue Mar27
Thu Mar29
Tue Apr03
Thu Apr05
Tue Apr10
Thu Apr12
Tue Apr17
Thu Apr19
Tue Apr24
Thu Apr26
Tue May01
COM 375 / IDT 575
Catalog Description
Goals
Objectives
Outcomes
Presentations
Tue Jan23: What is Hypertext?
Thu Jan25: Text, Hyper, Wiki, Tiddly
Tue Jan30: Presentation: Techniques for Hypertextual Writing in TiddlyWiki
Thu Feb01:
Tue Feb06: Annotation
Thu Feb08: Templating
Tue Feb13: Hypertextual Techniques (Reprise)
Thu Feb15: Hypertextual Practices: Reading I
Tue Feb20: Hypertextual Practices: Reading II
Thu Feb22: Hypertextual Practices: Writing I
Tue Feb27: Hypertextual Practices: Writing II
Thu Mar01: Designing Interactive Texts I
Thu Mar08:
Tue Mar13: To Be Determined (Mar13)
Thu Mar15: To Be Determined (Mar15)
Tue Mar20: To Be Determined (Mar20)
Thu Mar22: To Be Determined (Mar22)
Tue Mar27: To Be Determined (Mar27)
Thu Mar29: To Be Determined (Mar29)
Tue Apr03: To Be Determined (Apr03)
Thu Apr05: To Be Determined (Apr05)
Tue Apr10: To Be Determined (Apr10)
Thu Apr12: To Be Determined (Apr12)
Tue Apr17: To Be Determined (Apr17)
Thu Apr19: To Be Determined (Apr19)
Tue Apr24: To Be Determined (Apr24)
Thu Apr26: To Be Determined (Apr26)
Workshops
Thu Jan18: New Tiddlers, Tagging, Linking
Thu Jan18: New Tiddlers, Tagging, Linking
Tue Jan23: Intro SVG & Images
Thu Jan25: Creating narratives, objects, fields, templates
Tue Jan30: Engaging in Hypertextual Practices
Thu Feb01: Table of Contents, Journals, New Here, Excising Text
Tue Feb06: Annotation in TiddlyWiki
Thu Feb08: XLSX import
Thu Feb08: XLSX import
Thu Feb08: XLSX import
Tue Feb13: Table of Contents, Sidebars
Thu Feb15: Templates
Tue Feb20: Customization: Sidebar, Menus, etc.
Thu Feb22: CSS I
Tue Feb27: CSS II
Thu Mar08:
Tue Mar13: To Be Determined (Mar13)
Thu Mar15: To Be Determined (Mar15)
Tue Mar20: To Be Determined (Mar20)
Thu Mar22: To Be Determined (Mar22)
Tue Mar27: To Be Determined (Mar27)
Thu Mar29: To Be Determined (Mar29)
Tue Apr03: To Be Determined (Apr03)
Thu Apr05: To Be Determined (Apr05)
Tue Apr10: To Be Determined (Apr10)
Thu Apr12: To Be Determined (Apr12)
Tue Apr17: To Be Determined (Apr17)
Thu Apr19: To Be Determined (Apr19)
Tue Apr24: To Be Determined (Apr24)
Thu Apr26: To Be Determined (Apr26)
Exercises
Exercise 1.02: About Me, Due: Sun 21 Jan
Exercise 2.01: Shapes, Due: Sun 28 Jan
Exercise 2.02: Objects, Due: Sun 28 Jan
Exercise 3.01: Reverse Engineering Google News 1, Due: Sun 04 Feb
Exercise 3.02: Reverse Engineering Wikipedia, Due: Sun 04 Feb
Exercise 3.03: Importing Wikipedia Tables 1, Due: Sun 18 Feb
Exercise 3.04: Importing Wikipedia Tables 2, Due: Sun 18 Feb
Exercise 4.01: Annotating Sources, Due: Sun 11 Feb
Exercise 4.02: Bibliographic Exploration, Due: Sun 11 Feb
Exercise 4.03: Writing a Narrative Essay, Due: Wed 21 Feb
Exercise 4.04: Annotated Bibliography, Due: Sun 25 Feb
Exercise 4.05: A Brief History of Hypertext, Due: Wed 28 Feb
Exercise 4.06: Hypertext in the 21st Century, Due: Sun 04 Mar
Exercise 5.01: To Be Determined, Due: Wed 14 Mar
Exercise 5.02: To Be Determined, Due: Sun 18 Mar
Exercise 5.03: To Be Determined, Due: Wed 21 Mar
Exercise 5.04: To Be Determined, Due: Sun 25 Mar
Exercise 6.01: To Be Determined, Due: Wed 28 Mar
Exercise 6.02: To Be Determined, Due: Sun 01 Apr
Exercise 6.03: To Be Determined, Due: Wed 04 Apr
Exercise 6.04: To Be Determined, Due: Sun 08 Apr
Exercise 7.01: To Be Determined, Due: Wed 11 Apr
Exercise 7.02: To Be Determined, Due: Sun 15 Apr
Exercise 7.03: To Be Determined, Due: Wed 18 Apr
Exercise 7.04: To Be Determined, Due: Sun 22 Apr
Exercise 7.05: To Be Determined, Due: Wed 25 Apr
Exercise 7.06: To Be Determined, Due: Sun 29 Apr
Readings
Politics
The Google Dictionary suggests three parts to the definition of design, each of which is a component worth thinking about:
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The Studio for Designing and Writing Interactive Texts
Tab source: $:/_Menu/Home/Configuration/Options
Think about the technique of linking while writing in Word, or GMail. Copy the destination link, highlight the word to be linked, click ``Insert Hyperlink`` and paste the destination link. Or, more commonly, copy / paste the link as raw text, and hope for the best.In ~WikiText, enclose a word or phrase in double brackets and [[it becomes a link]].Hello World!
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https://www.youtube.com/watch?v=nESA8MV1zkIAbout Me
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Create a new TiddlyWiki5 wiki
Set the default tiddler to
[[About Me]]Edit the About Me me tiddler and write a story about yourself
[[Words in double square brackets]]. Be sure to consider both nouns and verbs as dimensions and objects. Flesh out your story in other tiddlers
Do the About Me in Tags approach
<<list-links>> macro to generate a list of links matching the tag.Share your wiki
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Shapes
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-shapeswidth="100" and height="100"width="20" and height="20"r="50"r="10"Shape, Color or Size<$list filter="[tag[Red]]">{{!!text}}</$list><<tag>> macro, including referencing <<tag Size>> and <<tag Color>>{{Circle}} {{Square}}
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Objects
Submissions:
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Objectives
<$list> widget, importing tiddlers and using macros.Resources
Directions
-objects to the your standard name.[[ ]] to identify objects in your narrative (See my Dogs in My Life -- Objects. You should have at least five objects in your narrative.Breed, Owner, Size. I might expand to include each dog's Longevity (how many years it lived), and my Feelings (how much I liked (or didn't like) each dog). Breed, Owner, Size, Longevity and Feelings. Put appropriate values for each field in the tiddler.
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Reverse Engineering Google News 1
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lede field
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Reverse Engineering Wikipedia
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Importing Wikipedia Tables 1
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Importing Wikipedia Tables 2
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Annotating Sources
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Bibliographic Exploration
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Writing a Narrative Essay
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Annotated Bibliography
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A Brief History of Hypertext
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Hypertext in the 21st Century
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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To Be Determined
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Exercise 1.02: About Me, Due: Sun 21 Jan
Exercise 2.01: Shapes, Due: Sun 28 Jan
Exercise 2.02: Objects, Due: Sun 28 Jan
Exercise 3.01: Reverse Engineering Google News 1, Due: Sun 04 Feb
Exercise 3.02: Reverse Engineering Wikipedia, Due: Sun 04 Feb
Exercise 3.03: Importing Wikipedia Tables 1, Due: Sun 18 Feb
Exercise 3.04: Importing Wikipedia Tables 2, Due: Sun 18 Feb
Exercise 4.01: Annotating Sources, Due: Sun 11 Feb
Exercise 4.02: Bibliographic Exploration, Due: Sun 11 Feb
Exercise 4.03: Writing a Narrative Essay, Due: Wed 21 Feb
Exercise 4.04: Annotated Bibliography, Due: Sun 25 Feb
Exercise 4.05: A Brief History of Hypertext, Due: Wed 28 Feb
Exercise 4.06: Hypertext in the 21st Century, Due: Sun 04 Mar
Exercise 5.01: To Be Determined, Due: Wed 14 Mar
Exercise 5.02: To Be Determined, Due: Sun 18 Mar
Exercise 5.03: To Be Determined, Due: Wed 21 Mar
Exercise 5.04: To Be Determined, Due: Sun 25 Mar
Exercise 6.01: To Be Determined, Due: Wed 28 Mar
Exercise 6.02: To Be Determined, Due: Sun 01 Apr
Exercise 6.03: To Be Determined, Due: Wed 04 Apr
Exercise 6.04: To Be Determined, Due: Sun 08 Apr
Exercise 7.01: To Be Determined, Due: Wed 11 Apr
Exercise 7.02: To Be Determined, Due: Sun 15 Apr
Exercise 7.03: To Be Determined, Due: Wed 18 Apr
Exercise 7.04: To Be Determined, Due: Sun 22 Apr
Exercise 7.05: To Be Determined, Due: Wed 25 Apr
Exercise 7.06: To Be Determined, Due: Sun 29 Apr
[list[$:/StoryList]]
Unlike hieroglyphic writing, whose pictographic component gives it a visual,
spectacular aspect, alphabetic writing was conceived as a transcription of
speech and was from its inception associated with the linearity of orality. This
linearity is aptly symbolized in the arrangement used in early Greek writing, in
which the characters in the first line were aligned from left to right, and those
in the next line, from right to left, with the characters sometimes inverted,
imitating the path of a plow working a field, a metaphor that gave this type of
writing its name: houstrophedon.1 Readers were supposed to follow with their
eyes the uninterrupted movement the hand of the scribe had traced.
Welcome to the The Studio for Designing and Writing Interactive Texts
Classes
Exercises
Presentations
Workshops
Navigation Help
Hyper
LiveStreamed Thursdays
11th January 2018
3rd January 2018
19th December 2017
18th December 2017
13th December 2017
6th December 2017
4th December 2017
30th November 2017
[[Tiddler Name]]Focus our discussion today on the writing hypertextually
I suggest we do so by engaging in the practices of
When we engage in these practices using TiddlyWiki, we employ these techniques
https://www.youtube.com/watch?v=nl_lWYUufu4
Tue Jan23: What is Hypertext?
Thu Jan25: Text, Hyper, Wiki, Tiddly
Tue Jan30: Presentation: Techniques for Hypertextual Writing in TiddlyWiki
Thu Feb01:
Tue Feb06: Annotation
Thu Feb08: Templating
Tue Feb13: Hypertextual Techniques (Reprise)
Thu Feb15: Hypertextual Practices: Reading I
Tue Feb20: Hypertextual Practices: Reading II
Thu Feb22: Hypertextual Practices: Writing I
Tue Feb27: Hypertextual Practices: Writing II
Thu Mar01: Designing Interactive Texts I
Thu Mar08:
Tue Mar13: To Be Determined (Mar13)
Thu Mar15: To Be Determined (Mar15)
Tue Mar20: To Be Determined (Mar20)
Thu Mar22: To Be Determined (Mar22)
Tue Mar27: To Be Determined (Mar27)
Thu Mar29: To Be Determined (Mar29)
Tue Apr03: To Be Determined (Apr03)
Thu Apr05: To Be Determined (Apr05)
Tue Apr10: To Be Determined (Apr10)
Thu Apr12: To Be Determined (Apr12)
Tue Apr17: To Be Determined (Apr17)
Thu Apr19: To Be Determined (Apr19)
Tue Apr24: To Be Determined (Apr24)
Thu Apr26: To Be Determined (Apr26)
Readings: Tue Jan23-description
reading template
Search tag: Replace by: <<strex "content" "label" "start" "end" "class" "id">>Outcomes
<<strex>>[tag[TextStretch]] <<stretch>>[prefix[$:/_TWaddle]]CRN Subj Crs Sec CR 3776 IDT 575 01H 3 COM 375 / IDT 575
Catalog Description
Goals
Objectives
Outcomes
Presentations
Tue Jan23: What is Hypertext?
Thu Jan25: Text, Hyper, Wiki, Tiddly
Tue Jan30: Presentation: Techniques for Hypertextual Writing in TiddlyWiki
Thu Feb01:
Tue Feb06: Annotation
Thu Feb08: Templating
Tue Feb13: Hypertextual Techniques (Reprise)
Thu Feb15: Hypertextual Practices: Reading I
Tue Feb20: Hypertextual Practices: Reading II
Thu Feb22: Hypertextual Practices: Writing I
Tue Feb27: Hypertextual Practices: Writing II
Thu Mar01: Designing Interactive Texts I
Thu Mar08:
Tue Mar13: To Be Determined (Mar13)
Thu Mar15: To Be Determined (Mar15)
Tue Mar20: To Be Determined (Mar20)
Thu Mar22: To Be Determined (Mar22)
Tue Mar27: To Be Determined (Mar27)
Thu Mar29: To Be Determined (Mar29)
Tue Apr03: To Be Determined (Apr03)
Thu Apr05: To Be Determined (Apr05)
Tue Apr10: To Be Determined (Apr10)
Thu Apr12: To Be Determined (Apr12)
Tue Apr17: To Be Determined (Apr17)
Thu Apr19: To Be Determined (Apr19)
Tue Apr24: To Be Determined (Apr24)
Thu Apr26: To Be Determined (Apr26)
Workshops
Thu Jan18: New Tiddlers, Tagging, Linking
Thu Jan18: New Tiddlers, Tagging, Linking
Tue Jan23: Intro SVG & Images
Thu Jan25: Creating narratives, objects, fields, templates
Tue Jan30: Engaging in Hypertextual Practices
Thu Feb01: Table of Contents, Journals, New Here, Excising Text
Tue Feb06: Annotation in TiddlyWiki
Thu Feb08: XLSX import
Thu Feb08: XLSX import
Thu Feb08: XLSX import
Tue Feb13: Table of Contents, Sidebars
Thu Feb15: Templates
Tue Feb20: Customization: Sidebar, Menus, etc.
Thu Feb22: CSS I
Tue Feb27: CSS II
Thu Mar08:
Tue Mar13: To Be Determined (Mar13)
Thu Mar15: To Be Determined (Mar15)
Tue Mar20: To Be Determined (Mar20)
Thu Mar22: To Be Determined (Mar22)
Tue Mar27: To Be Determined (Mar27)
Thu Mar29: To Be Determined (Mar29)
Tue Apr03: To Be Determined (Apr03)
Thu Apr05: To Be Determined (Apr05)
Tue Apr10: To Be Determined (Apr10)
Thu Apr12: To Be Determined (Apr12)
Tue Apr17: To Be Determined (Apr17)
Thu Apr19: To Be Determined (Apr19)
Tue Apr24: To Be Determined (Apr24)
Thu Apr26: To Be Determined (Apr26)
Exercises
Exercise 1.02: About Me, Due: Sun 21 Jan
Exercise 2.01: Shapes, Due: Sun 28 Jan
Exercise 2.02: Objects, Due: Sun 28 Jan
Exercise 3.01: Reverse Engineering Google News 1, Due: Sun 04 Feb
Exercise 3.02: Reverse Engineering Wikipedia, Due: Sun 04 Feb
Exercise 3.03: Importing Wikipedia Tables 1, Due: Sun 18 Feb
Exercise 3.04: Importing Wikipedia Tables 2, Due: Sun 18 Feb
Exercise 4.01: Annotating Sources, Due: Sun 11 Feb
Exercise 4.02: Bibliographic Exploration, Due: Sun 11 Feb
Exercise 4.03: Writing a Narrative Essay, Due: Wed 21 Feb
Exercise 4.04: Annotated Bibliography, Due: Sun 25 Feb
Exercise 4.05: A Brief History of Hypertext, Due: Wed 28 Feb
Exercise 4.06: Hypertext in the 21st Century, Due: Sun 04 Mar
Exercise 5.01: To Be Determined, Due: Wed 14 Mar
Exercise 5.02: To Be Determined, Due: Sun 18 Mar
Exercise 5.03: To Be Determined, Due: Wed 21 Mar
Exercise 5.04: To Be Determined, Due: Sun 25 Mar
Exercise 6.01: To Be Determined, Due: Wed 28 Mar
Exercise 6.02: To Be Determined, Due: Sun 01 Apr
Exercise 6.03: To Be Determined, Due: Wed 04 Apr
Exercise 6.04: To Be Determined, Due: Sun 08 Apr
Exercise 7.01: To Be Determined, Due: Wed 11 Apr
Exercise 7.02: To Be Determined, Due: Sun 15 Apr
Exercise 7.03: To Be Determined, Due: Wed 18 Apr
Exercise 7.04: To Be Determined, Due: Sun 22 Apr
Exercise 7.05: To Be Determined, Due: Wed 25 Apr
Exercise 7.06: To Be Determined, Due: Sun 29 Apr
Readings
Reading and writing hypertextually involves the following techniques
Focus our discussion today on the writing hypertextually
I suggest we do so by engaging in the practices of
When we engage in these practices using TiddlyWiki, we employ these techniques
Adida, Ben and Birbeck, Mark and Herman, Ivan
Adida, Ben and Birbeck, Mark and Herman, Ivan
Afflerbach, Peter and Cho, Byeong-Young and Kim, Jong-Yun
Akyel, Ayse and Ercetin, Gulcan
Amadieu, Franck and Tricot, Andre and Marine, Claudette
Azevedo, Roger
Balakrishnan, Sreepriya
Bell, A.
Bell, Alice
Bell, Alice
Benbrahim, Houda and Bramer, Max
Bernstein, Mark
Bexten, Birgitta
Braaksma, Martine and Rijlaarsdam, Gert and van den Bergh, Huub
Braten, Ivar and Gil, Laura and Stromso, Helge I.
Bryant, Peter J.
Bublitz, Wolfram
Buchanan, G. and Blandford, A. and Jones, M. and Thimbleby, H.
Burch, Michael
Cantoni, Lorenzo and Tardini, Stefano
Cassany, Daniel and Aliagas, Cristina
Chanen, Brian W.
Chang, S. J. and Rice, R. E.
Crestani, Fabio
Crystal, David
Diaz Noci, Javier
Edyburn, Dave L. and Edyburn, Keith D.
Ensslin, A.
Ensslin, Astrid and Ensslin, A.
Ferro, Nicola
Gagl, Benjamin
Geibel, Peter and Mehler, Alexander and Kuehnberger, Kai-Uwe
Gerjets, Peter and Kirschner, Paul
Habib, Emad and Ma, Yuxin and Williams, Douglas
Hahnel, Carolin and Goldhammer, Frank and Naumann, Johannes and Kroehne, Ulf
Huesca, Robert and Dervin, Brenda
Hutchison, Amy C. and Woodward, Lindsay and Colwell, Jamie
Ignacio Madrid, R. and Canas, Jose J. and van Oostendorp, Herre
Ilter, Tugrul
Jakobs, Eva-Maria and Lehnen, Katrin
Janez, Alvaro and Rosales, Javier
Jose Luzon, Maria
Jovanovic, Martin
Kalyuga, Slava
Kefalidou, Genovefa and Sharples, Sarah
Kornmann, Jessica and Kammerer, Yvonne and Anjewierden, Anjo and Zettler, Ingo and Trautwein, Ulrich and Gerjets, Peter
Krapp, Peter and Krapp, P.
Lamberti, Adrienne P.
Lawless, Kimberly A. and Schrader, P. G.
Lebrave, Jean-Louis
Levy, Gabriel and Levy, G.
Madrid, R. Ignacio and Van Oostendorp, Herre and Melguizo, Mari Carmen Puerta
Mangen, Anne and van der Weel, Adriaan
McLaughlin, T.
Mecchia, Giuseppina and Stivale, Charles J.
Mehler, Alexander
Mehler, Alexander and Waltinger, Ulli
Menon, Bruno
Mitchell, Kaye
Naumann, Ania B. and Wechsung, Ina and Krems, Josef F.
Page, Ruth and Thomas, Bronwen
Pan, Bing and Fesenmaier, Daniel R.
Platteaux, Herve
Provenzo, Eugene F., Jr. and Goodwin, Amanda P.
Rettberg, Jill Walker
Rettberg, Scott
Rice, Jeff
Roberts, Shelley and Parush, Avi and Lindgaard, Gitte
Rose, Mei and Rose, Gregory M. and Blodgett, Jeffrey G.
Rosenberg, Jim
Salmeron, Ladislao and Baccino, Thierry and Canas, Jose J. and Madrid, Rafael I. and Fajardo, Inmaculada
Salmeron, Ladislao and Cerdan, Raquel and Naumann, Johannes
Schmidt, Henrike
Schmolz, H.
Shang, Hui-Fang
Shorb, Justin M. and Moore, John W.
Stahl, Elmar and Bromme, Rainer and Stadtler, Marc and Jaron, Rafael
Stylianou-Georgiou, Agni and Papanastasiou, Elena and Puntambekar, Sadhana
Suresh, Mayur
Tergan, S. O.
Thomas, Bronwen and Thomas, B.
Trimarco, Paola
van Doorn, Mark and de Vries, Arjen P.
Walter, David Evans and Winterton, Shaun
Warwick, C. J. and Mumford, J. D. and Norton, G. A.What is a text?
A bounded collection of content and design features
Woven together by authors
Absorbed by readers
Notes from
Wikipedia: Text (literary theory)
Text as fabric - woven strands of meaning
A text is an object that can be read
A text is the original content created, curated and/or designed by authors
See also
Wikipedia: Document
What is a text?
A bounded collection of content and design features
Woven together by authors
Absorbed by readers
Notes from
Wikipedia: Text (literary theory)
Text as fabric - woven strands of meaning
A text is an object that can be read
A text is the original content created, curated and/or designed by authors
See also
Wikipedia: Document
Template
Make text short and expandable
Features and Syntax
<<strex magic>> will stretch it out when the dots are clicked:
. Use presets for simplicity or define your own styles and flavors. Tell stories using complex nested structures and transclusion.Full Syntax
<<strex "content" "label" "start" "end" "class" "id">> Default Values
\define strex(content:"TextStretch", label:"…", start:"[", end:"]", class:"", id="_false_")<<ref>> shorthand in $:/_telmiger/ref.
Parameters
Installation
Inspiration
Thank You
Workshop: To Be Determined (Apr05)
Exercise Assigned: Exercise 6.04: To Be Determined (Due:
Sun 08 Apr
)
Workshop: To Be Determined (Apr12)
Exercise Assigned: Exercise 7.02: To Be Determined (Due:
Sun 15 Apr
)
Workshop: To Be Determined (Apr19)
Exercise Assigned: Exercise 7.04: To Be Determined (Due:
Sun 22 Apr
)
Workshop: To Be Determined (Apr26)
Exercise Assigned: Exercise 7.06: To Be Determined (Due:
Sun 29 Apr
)
Workshop: Table of Contents, Journals, New Here, Excising Text
Exercise Assigned: Exercise 3.02: Reverse Engineering Wikipedia (Due:
Sun 04 Feb
)
Workshop: XLSX import
Exercise Assigned: Exercise 3.04: Importing Wikipedia Tables 2 (Due:
Sun 18 Feb
)
Workshop: Templates
Exercise Assigned: Exercise 4.02: Bibliographic Exploration (Due:
Sun 11 Feb
)
Workshop: CSS I
Exercise Assigned: Exercise 4.04: Annotated Bibliography (Due:
Sun 25 Feb
)
Workshop: New Tiddlers, Tagging, Linking
Exercise Assigned: Exercise 1.02: About Me (Due:
Sun 21 Jan
)
Workshop: Creating narratives, objects, fields, templates
Exercise Assigned: Exercise 2.02: Objects (Due:
Sun 28 Jan
)
Workshop:
Exercise Assigned: Exercise 4.06: Hypertext in the 21st Century (Due:
Sun 04 Mar
)
Workshop: To Be Determined (Mar15)
Exercise Assigned: Exercise 5.02: To Be Determined (Due:
Sun 18 Mar
)
Workshop: To Be Determined (Mar22)
Exercise Assigned: Exercise 5.04: To Be Determined (Due:
Sun 25 Mar
)
Workshop: To Be Determined (Mar29)
Exercise Assigned: Exercise 6.02: To Be Determined (Due:
Sun 01 Apr
)
Workshop: To Be Determined (Apr03)
Exercise Assigned: Exercise 6.03: To Be Determined (Due:
Wed 04 Apr
)
Workshop: To Be Determined (Apr10)
Exercise Assigned: Exercise 7.01: To Be Determined (Due:
Wed 11 Apr
)
Workshop: To Be Determined (Apr17)
Exercise Assigned: Exercise 7.03: To Be Determined (Due:
Wed 18 Apr
)
Workshop: To Be Determined (Apr24)
Exercise Assigned: Exercise 7.05: To Be Determined (Due:
Wed 25 Apr
)
Workshop: Annotation in TiddlyWiki
Exercise Assigned: Exercise 4.01: Annotating Sources (Due:
Sun 11 Feb
)
Workshop: Table of Contents, Sidebars
Exercise Assigned: Exercise 4.01: Annotating Sources (Due:
Sun 11 Feb
)
Workshop: Customization: Sidebar, Menus, etc.
Exercise Assigned: Exercise 4.03: Writing a Narrative Essay (Due:
Wed 21 Feb
)
Workshop: CSS II
Exercise Assigned: Exercise 4.05: A Brief History of Hypertext (Due:
Wed 28 Feb
)
Workshop: Saving, Serving, New Tiddlers
Exercise Assigned: Exercise 1.01: Hello World! (Due:
Wed 17 Jan
)
Workshop: Intro SVG & Images
Exercise Assigned: Exercise 2.01: Shapes (Due:
Sun 28 Jan
)
Workshop: Engaging in Hypertextual Practices
Exercise Assigned: Exercise 3.01: Reverse Engineering Google News 1 (Due:
Sun 04 Feb
)
Workshop: To Be Determined (Mar13)
Exercise Assigned: Exercise 5.01: To Be Determined (Due:
Wed 14 Mar
)
Workshop: To Be Determined (Mar20)
Exercise Assigned: Exercise 5.03: To Be Determined (Due:
Wed 21 Mar
)
Workshop: To Be Determined (Mar27)
Exercise Assigned: Exercise 6.01: To Be Determined (Due:
Wed 28 Mar
)
What is a text?
A bounded collection of content and design features
Woven together by authors
Absorbed by readers
Notes from
Wikipedia: Text (literary theory)
Text as fabric - woven strands of meaning
A text is an object that can be read
A text is the original content created, curated and/or designed by authors
See also
Wikipedia: Document
What is Designing?
The dictionary is helpful!
Wikipedia: Design
draws our attention to the act of designing
We should consider stages of the design process and different models of design
What is Hypertext?
Review Wesch video
https://www.youtube.com/watch?v=NLlGopyXT_g
Wikipedia: Hypertext
Nelson, Computer Lib / Dream Machines
What is Interactivity?
Notes from
Wikipedia: Interactivity
Little agreement on the definition
We follow Maher's definition of interactivity
We focus on human to artifact communication
We will perceive an artifact’s interactivity through its use.
What is Writing?
Writing is an act that encompasses creating, curating, assembling, designing, crafting...
Notes from
Wikipedia: Writing
Signs and symbols
Writing & Speech
Writing yields texts
Motivations for writing
Who does politics?
Objective
Set up
Workflow
Questions / Comments / Corrections
Download and open an empty wiki
Saving Tiddlers
https://www.youtube.com/watch?v=JvGC8qdF58ESegments
https://www.youtube.com/watch?v=3HEvU7Rhc2YView this tiddler here with images!
Saving and Serving a TiddlyWiki file using TiddlySpot
Go to TiddlyWiki5 on TiddlySpot
your SUNYPoly ID-myfirstwiki (do not include the http:// or .tiddlyspot.com)your SUNYPoly ID-myfirstwikiAt the "Congrats" page
and click "save settings"
View this tiddler here with images!
Saving and Serving a TiddlyWiki file using TiddlySpot
Go to TiddlyWiki5 on TiddlySpot
your SUNYPoly ID-myfirstwiki (do not include the http:// or .tiddlyspot.com)your SUNYPoly ID-myfirstwikiAt the "Congrats" page
and click "save settings"
https://www.youtube.com/watch?v=erLGymj61OI
Thu Jan18: New Tiddlers, Tagging, Linking
Thu Jan18: New Tiddlers, Tagging, Linking
Tue Jan23: Intro SVG & Images
Thu Jan25: Creating narratives, objects, fields, templates
Tue Jan30: Engaging in Hypertextual Practices
Thu Feb01: Table of Contents, Journals, New Here, Excising Text
Tue Feb06: Annotation in TiddlyWiki
Thu Feb08: XLSX import
Thu Feb08: XLSX import
Thu Feb08: XLSX import
Tue Feb13: Table of Contents, Sidebars
Thu Feb15: Templates
Tue Feb20: Customization: Sidebar, Menus, etc.
Thu Feb22: CSS I
Tue Feb27: CSS II
Thu Mar08:
Tue Mar13: To Be Determined (Mar13)
Thu Mar15: To Be Determined (Mar15)
Tue Mar20: To Be Determined (Mar20)
Thu Mar22: To Be Determined (Mar22)
Tue Mar27: To Be Determined (Mar27)
Thu Mar29: To Be Determined (Mar29)
Tue Apr03: To Be Determined (Apr03)
Thu Apr05: To Be Determined (Apr05)
Tue Apr10: To Be Determined (Apr10)
Thu Apr12: To Be Determined (Apr12)
Tue Apr17: To Be Determined (Apr17)
Thu Apr19: To Be Determined (Apr19)
Tue Apr24: To Be Determined (Apr24)
Thu Apr26: To Be Determined (Apr26)
